Types of language teaching approach oct


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Types of language teaching approach oct

  1. 1. TYPES OF LANGUAGE TEACHING APPROACH Young Learners Cecilia Maller Pgs 43-47
  2. 2. Six common approaches used in primary school today
  3. 3. Audio-lingual Also called Audio visual app. (1950´s) Involves: Repetition of new language-often based on dialogues. Teacher centred
  4. 4. Out –dated- modified present in several countries. Lg. practice- whole class ( less demanding) Lg practice is predictable. Few demands on the T.
  5. 5. Why still used? The way Ts were taught, very manegeable, for Ts with a fairly low lang. level . Encourages Ss to listen and memorize chunks( large piece of sth.) of lg.,important part of lg.
  6. 6. Bad aspects: Too restricting. Too much emphasis on: memorization, imitation and mechanical exs. Decontextualized repetition.
  7. 7. After a while Ss get bored Not enough variety to hold learners ´interest. Not a possitive attitude to foreign language learning
  8. 8. TPR Total Physical Response Characteristics: Popular YLs. Develops listening skills Introduces new lg. in a very visual, contextualized way. It involves activity and movement
  9. 9. Does not put pressure on YLs to speak. Depending on the activity some learners may take the part of the T ( instructions, describe actions for others to mime, etc.) Forms of TPR : Action songs Rhymes Stories
  10. 10. The communicative approach Developed in the mid 1970´s- through the Council of Europe. Based on social-interactionist theory ( emphasis on the social nature of lg. learning and interactions).
  11. 11. What does it mean for kids? They are engaged in drawing, acting out, listening, talking, reading, or writing. Based on meaningful and contextualized tasks using lg carefully prepared for them.
  12. 12. Commonly uses three types of activities: 1. Problem solving activities: Ex.identifying, matching, sequencing, prioritizing and classifying;
  13. 13. 2. Interactive activities: Ex. Making surveys, carrying out interviews. 3. Creative activities: Ex. Making masks, birthday cards,etc.
  14. 14. Which is the aim? To develop learners´communicative competence. Kid´s needs and enthusiasm. Negative aspect: It focuses too much on communication and fluency and overlooks grammatical accuracy.
  15. 15. Task- based learning TBL One of the most recent methodological approaches. How to recognize it: Aim of the lesson : Ss complete a task= an activity in which Ss try to achieve something real, and have to communicate to do so.
  16. 16. T starts by holding a discussion on the topic of the lesson ( step 1) T gives the Ss tasks to do( steps 2,3,4,5) Then T and Ss discuss any new or problematic lg they needed for the task ( Step 6) Lastly, Ss do an ex. on the new lg.(step 7)
  17. 17. It has 3 phases: 1. Pre- task preparation: Introduction of new lg. and procedures 2. The task itself: Ss doing the *macro task in pairs with a final public summary of results.
  18. 18. 3. Language Focus: -Finding, identifying and classifying common words and phrases. -Practice of classroom lg. and social phrases. -Keeping personal dictionaries
  19. 19. Macro tasks examples acting out, recording or writing a story, making a model or board games, Writing a quiz, Making info. booklets with illustrations, Collages, Surveys, etc.
  20. 20. Story based methodology Storytelling universal phenomenon, central to kids´social, intellectual and cultural development.
  21. 21. Cross-curricular approach It is linked to other approaches, the TBL. and the activity-based approach. (=communicative app.) The learning of the L2 linked to other areas of Curriculum. Arts, PhE, Maths or Nature Studies.
  22. 22. Next class: